Licentîa Hypomnema
Reflections and Perceptions in Teacher Education
Bibliographic Data
| ID | 5314626 |
|---|---|
| Authors | José Carlos Lopes (0000-0003-4344-208X, Universidade Federal do Paraná), Joelle Souza Nunes (0000-0002-0861-183X, Universidade de Brasília), Suzy Michelle Feitosa Rocha (0000-0003-4142-6676, Universidade de Brasília) |
| Year | 2023 |
| Volume | 43 |
| Publication date | 2023-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psicologia Ciência e Profissão (JOURNAL) |
| Journal identifiers | ISSN: 1414-9893 • E-ISSN: 1982-3703 |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/1982-3703003254599 |
| OpenAlex | W4382775782 |
| SCIELO_PID | S1414-98932023000100267 |
| Language | EN |
| References cited | 18 |
Student protagonism is paramount in the knowledge construction process. In this paper, we discuss a didactic-pedagogical resource called licentîa hypomnema (LH), inspired in portfolios and learning diaries in which student-teachers record their understandings and reflections regarding pedagogical topics learned at University in a meta-learning process on learning about teaching. The initial context of the research was a Psychological Development and Teaching course, offered in the Teacher Education program at Universidade de Brasília (UnB). Two of the authors, then Literacy and Languages Teaching students, produced their LH and peer assessed each other during the course. In their annotations, the student-authors recorded two pedagogical situations related to the use of LH in their own teaching practices, causing an impact on their formative path. These materials consist of the data for analysis and discussion. Moreover, we discuss possible uses of reflexive writing in teacher education and other learning contexts. Producing a LH supports knowledge production and allows students to connect theory and practice, which consequently influences the student's teaching practice. Since LH is a didactic-pedagogical resource and not a close-ended tool, both the context and individuals who use it should be considered
Formative assessment · Mathematics education · Pedagogy · Perception · Reflexivity · Sociology · Computer Science · Education and Digital Technologies · Education Pedagogy and Practices · Linguistics and Education Research · Psychology
A Escrita Como Ato Reflexivo
De resistências à aprendizagem da língua inglesa
O Gênero Memorial Descritivo
Professional development through reflection in teacher education
Using e-portfolios to facilitate reflection
Pressupostos para a elaboração de relato de experiência como conhecimento científico
A escrita de diários na formação docente
A produção do conhecimento científico
| Citation velocity | historical |
|---|---|
| Highly cited | No |